Abstract
This study investigated the relationship between reading achievement, self-concept and visual perception of 100 randomly selected junior high school pupils. Findings indicatd that: (1) both two- and three-dimensional perception had significant relationships with reading at the .001 level; (2) a significant relationship existed between reading and two of the self-concept components; and (3) there was a significant relationship between two-dimensional perception and eight of the self-concept components. Investigators concluded that there is a significant relationship between self-concept and reading and hypothesized that in some instances reading disability might well be a conditioned attitude. It was recommended that further investigations be designed to explore the causal relationship between self-concept, perception and reading.